Program Outline

Changing World and Education

Transformation is one of our concerns: we live in a time of radical global, societal and systemic changes that present not only opportunities but also threats. Classes will scan the external surroundings of our educational institutions in all important aspects (globalization, population and technology developments) in order to think about the role of education in relation to this renewed societal background. The traditional education system, established during the beginning of the industrial revolution, was inspired by the need for specialization and serial mass production and no longer suits to the present “knowledge society”. We find ourselves in time of a paradigm shift, with a crucial need to conceptualize how future education should look like.

Academic, Social and Emotional Learning, and student success

Growing emphasis on academic success, as well as on high stakes assessment and accountability for schools, necessitates placing an emphasis on social and emotional learning more than ever before. Research evidence supports the relationship between social and emotional learning and school success, but this crucial link is frequently ignored. In this lecture, we will explore research evidence documenting the connections between the different types of learning, as well as the many benefits stemming from social and emotional learning to support cognitive development, enhance focus and motivation, as well as increase student confidence and success.

School-family partnerships: Maximizing the learning benefits for all students

Parental involvement has been shown to be one of the strongest predictors of children’s and adolescents’ academic success. Yet, in many cases, it remains an untapped resource. Especially as children enter adolescence, parental involvement declines and home-school partnerships are neither pursued nor desired. In this lecture, we will discuss the various benefit of parent involvement across the developmental span of primary and secondary schooling. We will also explore specific strategies to maximize parental involvement and increase the learning benefits of all students.

Learning disabilities and attention deficit disorders: Research and practical implications

Learning disabilities are the largest category of disability in the U. S., as well as in many countries around the world. The number of students diagnosed with attention deficit disorders has also been on the rise in recent years. In this lecture, the etiology and cognitive, academic, social, and emotional characteristics of individuals with learning disabilities and attention deficit disorders will be discussed. Best ways to enhance the learning benefits of students with such disabilities will also be discussed.

Digital learning: digital future

Modern technology not only changes the ways by which teaching is accomplished, but also the content being taught. Learners today are versed in technology and this makes a profound difference to the ways they learn. The session will consider issues such as personalized learning, mobile learning and interactivity.

Education system in the Czech Republic

We study transformation of school culture and current situation in the Czech Republic. The course will also provide results of the research on new multicultural education programs. We will also look into “Be Perfect” Pressure phenomena and how it is developing in the Czech context.

Future of School

“Every education system has been reformed with no use, because it is only improving the broken model. What we need is not evolution, but revolution of education. The system has to be transferred into something else.” Ken Robinson

The common denominator of various innovations and alternatives in education is a return to the natural learning before “industrial deviation”. A bright new current role of schools is also to cultivate skills needed to survive various types of crises.

Schedule (Preliminary)


12.00 – 18.00 Registration

19.00 – 19.30 Orientation / Ice Breaking Session /Egle Havrdova/

20.00 Welcome Dinner /Restaurant “Klempirna”, Záhřebská 19/


9.00 – 9.30 Introduction to Summer School Program

9.30 – 10.45 Lecture 1

10.45 – 11.00 Coffee Break

11.00 – 12.15 Lecture 2

12.30 – 14.00 Lunch/Restaurant “Klempirna”/

15.00 – 18.00 Tours of Prague


09.30– 10.45 Lecture 3

10.15 – 10.30 Coffee Break

10.45 – 11.00 Lecture 4

11.00 – 12.15 Lecture 5

12.30 – 14.00 Lunch/Restaurant “Klempirna”/

14.00 – 15.15 Lecture 6

15.15 – 15.30 Coffee Break

15.30 – 16.45 Lecture 7

18.00 – 20.00 Happy Hour & Happy Hour Talk. /Pragovka. Multi Art & Culture
District, Kolbenova 34A/


09.30 – 10.45 Lecture 8

10.45 – 11.00 Coffee Break

11.00 – 12.15 Lecture 9

12.30 – 14.00 Lunch/Restaurant “Klempirna”/

14.00 – 15.15 Workshop 1

15.15 – 15.30 Coffee Break

15.30 – 16.45 Workshop 2

17.00 – 18.30 Guest Lecture


Free Day!!! Pragulic/ Trip to Kutna Hora or Karlštejn/ Exhibition/ Zoo/

19.00 Culture Night in Prague /“Stalin Containall”, Prague Metronome, Letna


09.30 – 10.45 Lecture 10

10.45 – 11.00 Coffee Break

11.00 – 12.15 Lecture 11

12.30 – 14.00 Lunch/Restaurant “Klempirna”/

14.00 – 15.15 Workshop 3

15.15 – 15.30 Coffee Break

15.30 – 16.45 Workshop 4

21.00 – 23.00 Boat Tour

FRIDAY 10 July

10.00 – 11.15 Lecture 12

11.15 – 11.30 Coffee Break

11.30 – 12.45 Workshop 5

12.45 Free Time

17.30 Departure for Gröbeho vila

18.00 Final Remarks & FAREWELL PARTY/Gröbeho vila, Havlíčkovy sady,
Praha 2/




Eva Patrikakou, Ph.D.

Associate Professor, DePaul University, Chicago

Dr. Eva Patrikakou is the Director of the Learning and Behavior Specialist program at DePaul University in Chicago, and also serves on the Scientific Board of the Center on Innovation & Improvement. She was the inaugural Chair of the Department of Counseling and Special Education at DePaul, and teaches courses in Special Education. Dr. Patrikakou has done extensive research in parent involvement, for children with and without disabilities, and its effects on children’s academic, social, and emotional development. She has taught children and adolescents from preschool to high school, and has also directed the development of school-family programming to enhance home-school relations. Dr. Patrikakou has presented her work on parent involvement, school-family partnerships, and academic achievement in numerous national and international conferences. She has authored articles and chapters on parent involvement and the academic, social, and emotional development of children and adolescents. Dr. Patrikakou is the lead editor of the book “School-Family Partnerships for Children’s Success” by Teachers College Press. She is also the lead author on a series of informational materials for parents and teachers on topics such as communication and homework. Dr. Patrikakou has been systematically working to better inform practitioners, facilitate their outreach efforts, and bridge the research-practice gap on issues around school-family partnerships.

Dana Moree, Ph.D.

Faculty of Humanities, Charles University, Prague

Dr. Moree teaches multicultural education and smese profile of the civil sector at the Faculty of humanities, Charles University in Prague. She also organizes practical training for students. Dr.Moree graduated in Pastoral and Social Work from the Evangelic Faculty of Theology, Charles University, Prague, and in General Anthropology from the Faculty of Humanities, Charles University, Prague. She has been involved in intercultural education since 1998. First she worked in Jabok – Academy for Social Pedagogy and Theology – and later, between 1998 and 2003, in the Salem Association. Since 2004 she has served as an assistant lecturer specializing in intercultural education at the Faculty of Humanities, Charles University in Prague, Department of Civil Sector Studies. In the same year, she also co-founded the PONTES Institute, where she has focused on cultural encounters as part of courses and seminaries that target the Czech-German issue. She finished her PhD in this field at Universiteit voor Humanistic, Utrecht in 2008.

Jana Straková, Ph.D.

Institute for Research and Development of Education, Charles University, Prague

Jana Straková received her MSc. in physics from Faculty of Mathematics and Physics of Charles University in Prague, and her Ph.D. in education from Masaryk University in Brno. She is currently employed at the Institute for Research and Development of Education at Charles University in Prague, where she co-operates on the Czech Longitudinal Study in Education: she is responsible for data collection in the pre-school cohort. In 1990s and early 2000s, Jana Straková was responsible for co-ordination of most of the international large-scale assessment surveys in education carried out in the Czech Republic (IEA studies and OECD PISA), and served in several international boards, related to these studies. In 2009-2013, she coordinated the Czech implementation of the OECD Program for the International Assessment of Adult Competencies. Her main research interests are assessment of students´ knowledge and skills, and educational inequalities in primary and secondary education. She is also engaged in educational research leading to recommendations for education policy. In 2006 – 2010, she served as an advisor to the ministers of education. In 2008 – 2009, she chaired an expert team that evaluated the implementation of the Czech Educational White Paper. In 2009-2011, she coordinated the Czech implementation of the OECD projects “Evaluation and Assessment Frameworks for Improving School Outcomes”, and “Overcoming School Failure: Policies that work”. She compiled several reports for the European Commission in the area of education inequalities, as well as evaluation and assessment in education in the Czech Republic.

Kryštof Vosátka

University of Oxford

Krystof Vosatka went to secondary schools in Prague, England and Massachusetts before embarking on an undergraduate degree at Oxford University. Having first tried Philosophy, Politics and Economics and then History, he later switched to English Literature, offering a Dissertation on poetry, science and politics in the Renaissance. After graduating with a First in 2015, he embarked on an intensive teacher training course at the UCL Institute of Education in London.

Daniel Haas

University of Cologne, Germany

Daniel Haas is studying Educational Sciences at the University of Cologne. He is passionate about the global effects of e-learning and open educational resources (OER). Early in his life, Daniel was exposed to the educational culture outside of Germany near Detroit, USA. In 2012 he earned an International Baccalaureate Diploma alongside his German A-Levels Diploma. During his studies he spent 6 months in Pune, India working on projects involving education and sustainability. In his free time, he has helped support the organizing of conventions like the World Business Dialogue 2015 and the 2016 DGfE Conference on Education.

Michael Hammond, Ph.D.

University of Warwick

Michael Hammond is a Reader in Education at the Centre for Education Studies, University of Warwick, where he is particularly involved with teaching and supporting research degree students. Most of his teaching and research involves education, technology and social research. A lot of his past work has covered the teaching of ICT in schools, the professional development of ICT teachers and the opportunities and constraints associated with online discussion. He has supervised and continues to supervise many research students in his department and is grateful for the stimulus they give to his research. He also helps coordinate an interdisciplinary network at Warwick for those interested in technology for learning. He is particularly concerned about how we theorise technology and is working with colleagues Sarah Younie and Cristina Costa on a special issue of the journal Technology Pedagogy and Education with a focus on theorising. He has written about online community as a concept and what members expect from online collaboration. He is also intrigued by reactions to technology, for example – why is there so much optimism about its impact? Furthermore, he is interested in wider issues in social science and coordinates an education focused course in Advanced Research Methods as well as a Masters in Social Science research for the faculty. He has special interests in Pragmatism and John Dewey, inclusivity in higher education, theorising and the use of language in social research. Find out more about him through his website:

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